PART 2: 2 1⁄2 -6 (30 EVENTS/CHOICES)
Just as in the previous development stages, you will receive an early childhood specialist report at the end of 3 years, a kindergarten teacher assessment at the end of 4 years and a school report card (highlights) at the end of six years. Use the questions at the end of each section to review the theories associated with this stage of your child’s development.
At the end of this phase of your child’s development, you will need to record the key milestones that have affected your child’s development and analyze his or her progress. You will be marked on the following:
At the end of this phase of your child’s development, you will need to record the key milestones that have affected your child’s development and analyze his or her progress. You will be marked on the following:
- Creative presentation of child milestones
- Selection of key milestones
- Analysis of development based on the five dimensions of temperament and development across physical,
cognitive and social dimensions.
- Completion of the nine questions in the Virtual Child Program.
Milestones
Some of the key milestone in which a child goes through between the ages of 2 1/2 and 6 which may change the way in which a child grows up includes moving to a different neighbourhood, going to school for the first time, gross motor skills, and fine motor skills, health which includes active living and language skills.
Moving to a different neighbourhood allows for the child to develop new friendships and as begin to understand why they play with a certain individual as opposed to another. This may be based on gender or who is most like them socially. It is common for a child who is more shy to become followers to those who are more self confident. Going to school for the first time is a major aspect of the social development in which Teagan will learn how to communicate with others their age and learn to communicate more effectively. Gross motor skills and fine motor skills are greatly improved as children learn to run and draw symbols and letters. Understanding these symbols and letters are also a cognitive skill as relating them to sounds or objects are important. Living a healthy and active lifestyle is also important during this part of life as it may lead to much of the same in later years. At school children will also learn to read and associate pictures with words to allow for improved language skills that are continuously being improved.
Moving to a different neighbourhood allows for the child to develop new friendships and as begin to understand why they play with a certain individual as opposed to another. This may be based on gender or who is most like them socially. It is common for a child who is more shy to become followers to those who are more self confident. Going to school for the first time is a major aspect of the social development in which Teagan will learn how to communicate with others their age and learn to communicate more effectively. Gross motor skills and fine motor skills are greatly improved as children learn to run and draw symbols and letters. Understanding these symbols and letters are also a cognitive skill as relating them to sounds or objects are important. Living a healthy and active lifestyle is also important during this part of life as it may lead to much of the same in later years. At school children will also learn to read and associate pictures with words to allow for improved language skills that are continuously being improved.
Physical Development
Year 3
Some of the physical changes in which a 3 years old develops are a riding bicycle, physically growth rate increase, Gross motor skill like playing catch, shooting mini-basketballs, kicking a mini-soccer balls (ball handling skills and fitness) and climbing are also involved in this development type. Although there may not be many, these are skills in which an individual uses every day(Landry)..
Year 4
Passing a beach ball around to develop fundamental movement skills in a fun way also incorporates hand eye coordination which can develop more more accurate skills later on in life(Landry).
Year 6
Measles and cold and stomach aches are a part of the physical development type because they build up the immunity to certain viruses which will stay latent for much of the remainder of that individuals life. Gross motor skills are also more greatly improved (Landry).
Some of the physical changes in which a 3 years old develops are a riding bicycle, physically growth rate increase, Gross motor skill like playing catch, shooting mini-basketballs, kicking a mini-soccer balls (ball handling skills and fitness) and climbing are also involved in this development type. Although there may not be many, these are skills in which an individual uses every day(Landry)..
Year 4
Passing a beach ball around to develop fundamental movement skills in a fun way also incorporates hand eye coordination which can develop more more accurate skills later on in life(Landry).
Year 6
Measles and cold and stomach aches are a part of the physical development type because they build up the immunity to certain viruses which will stay latent for much of the remainder of that individuals life. Gross motor skills are also more greatly improved (Landry).
Cognitive Development
3 Years
Teagan is able to sing single lines of songs, playing dress up, and complete sentences with some subject tense problems. She understands fights between her father and I and always wants to stop, look around and touch nature. Because she now has a baby sister she understands her roles and the responsibilities and aids in taking care of her. Fantasy play with her friends. Although she leaves out key details when telling a story she can answer question when asked. At times she needs to be reminded of the consequences of accidents or rules, this is considering theory of mind. Theory of mind indicates that a child is able to understand that other people are thinking about and how they are feelings. At the 3 year assessment Teagan is able to focus on tasks anxious and unsure of herself in novel situations. She has above average on language comprehension and production tests. Quantitative skills – such as distinguishing objects that are longer, shorter, counting and other classifications terms are related to the prince of conservation. Copying designs, solving puzzles, and building blocks comes easily to Teagan. Throughout this stage Teagan is learning from watching other, uses she language skills to understand more in-depth problems and her memory has greatly improved(Landry).
4 Years
Teagan is actively following her expected gender roles at preschool which is following which is a part of the preoperational stage . Teagan can focus on one thing for a longer amount of time as her attention span has increased. Playing with a different arrangements of toys (train set) may be caused by private speech which is a child talking to themselves which allows them express thought and behaviours. Advanced in thinking ability results in the ability to solve number conservation tasks in small numbers. Although at this age they asks a lot of questions, especially "why?" They are growing their memory capacity. They begin to understand strategy and relaying an outcome to their actions.
Teagan is especially good and counting and games including numbers as these are parts of basic math skills and make children put their knowledge to the test. Some children become easily frustrated and starts to whine when they are dealing with a difficult task, this can be interpreted as social speech in which a child is trying to relay to another as to how they are feeling. Sounds and letters are better interpreted because they are able to say and remember the symbols and may also be able to relate this to words them know. At this stage Teagan can write her own name and read a few word, she enjoys listening to books and developing her language and fine motor skills. She has a good vocabulary and can hold a conversation which demonstrates her language skills and cognitive skills to be able to comprehend what is being said to her. In the kindergarten entry report Teagan is able to read a few short words, write her name, recognize letters of the alphabet, phonological awareness (starting with the same sound, words that rhyme), naming a pictures with the word, and name antonyms and synonyms for a words. This is considered to be above the typical expectation for her age(Landry).
5 Years
For Teagan's Birthday I encouraged the kids to actively use their mind (and cognitive skills) in a form of games such as pin the tail on the donkey, a scavenger hunt, a treasure hunt with map, and notes with clues on them with places around the house(Landry).
6 Years
Teagan is partaking in the typical behaviours based on her sex. She is able to sing but is not motivated to learn an instrument, thus I do not push her into anything too strenuous. She is greatly improving her skills and is ahead of her grade in math and science as she is very interested in the subject. She is starting to learn the positive and negative results of cheating and should be using this knowledge pragmatically. Writing in school will increase as they are practice and continue to repeat the same movements. Also as a part of cognitive development is having the ability to understanding what type of parent you are in comparison to others and respect their rights and what is right and wrong in society(Landry).
Teagan is able to sing single lines of songs, playing dress up, and complete sentences with some subject tense problems. She understands fights between her father and I and always wants to stop, look around and touch nature. Because she now has a baby sister she understands her roles and the responsibilities and aids in taking care of her. Fantasy play with her friends. Although she leaves out key details when telling a story she can answer question when asked. At times she needs to be reminded of the consequences of accidents or rules, this is considering theory of mind. Theory of mind indicates that a child is able to understand that other people are thinking about and how they are feelings. At the 3 year assessment Teagan is able to focus on tasks anxious and unsure of herself in novel situations. She has above average on language comprehension and production tests. Quantitative skills – such as distinguishing objects that are longer, shorter, counting and other classifications terms are related to the prince of conservation. Copying designs, solving puzzles, and building blocks comes easily to Teagan. Throughout this stage Teagan is learning from watching other, uses she language skills to understand more in-depth problems and her memory has greatly improved(Landry).
4 Years
Teagan is actively following her expected gender roles at preschool which is following which is a part of the preoperational stage . Teagan can focus on one thing for a longer amount of time as her attention span has increased. Playing with a different arrangements of toys (train set) may be caused by private speech which is a child talking to themselves which allows them express thought and behaviours. Advanced in thinking ability results in the ability to solve number conservation tasks in small numbers. Although at this age they asks a lot of questions, especially "why?" They are growing their memory capacity. They begin to understand strategy and relaying an outcome to their actions.
Teagan is especially good and counting and games including numbers as these are parts of basic math skills and make children put their knowledge to the test. Some children become easily frustrated and starts to whine when they are dealing with a difficult task, this can be interpreted as social speech in which a child is trying to relay to another as to how they are feeling. Sounds and letters are better interpreted because they are able to say and remember the symbols and may also be able to relate this to words them know. At this stage Teagan can write her own name and read a few word, she enjoys listening to books and developing her language and fine motor skills. She has a good vocabulary and can hold a conversation which demonstrates her language skills and cognitive skills to be able to comprehend what is being said to her. In the kindergarten entry report Teagan is able to read a few short words, write her name, recognize letters of the alphabet, phonological awareness (starting with the same sound, words that rhyme), naming a pictures with the word, and name antonyms and synonyms for a words. This is considered to be above the typical expectation for her age(Landry).
5 Years
For Teagan's Birthday I encouraged the kids to actively use their mind (and cognitive skills) in a form of games such as pin the tail on the donkey, a scavenger hunt, a treasure hunt with map, and notes with clues on them with places around the house(Landry).
6 Years
Teagan is partaking in the typical behaviours based on her sex. She is able to sing but is not motivated to learn an instrument, thus I do not push her into anything too strenuous. She is greatly improving her skills and is ahead of her grade in math and science as she is very interested in the subject. She is starting to learn the positive and negative results of cheating and should be using this knowledge pragmatically. Writing in school will increase as they are practice and continue to repeat the same movements. Also as a part of cognitive development is having the ability to understanding what type of parent you are in comparison to others and respect their rights and what is right and wrong in society(Landry).
Social Development
3 Years
In the early years of friendship, young children become friends who are most convenient, neighbour down the hall, children of the friends of the parents. They don't really form their own friendships on their own. As they grow they gain more individuals that they socialize with and as a result have a couple friends at preschool and at times fools around with them. This encourages a sense of self and begins to create the child as their own individual. I encourage inviting friends over and ensure that they follow the rules but also allow them to be social with one another and grow their friendships. Self concept is created allowing the infant to understand how others see them and from this develops self esteem which is more so covered in middle childhood. Teagan tells everyone about her new baby sister and develops new friendships and language skills through this life experience. She becomes more skilled at playing with other children and also functional play (like moving the trains as previously mentioned). Teagan is a follower in a group of children and may be in direct relation with her self concept. New friends in the new neighbourhood as we moved houses give Teagan the opportunity to choose some of her friends as she was never directly placed with other but rather discovered the need for friends on her own. At the 3 year assessment Teagan was deemed to be cooperative and friendly but at times clingy with the teacher, she could be reluctant to join preschool activities but eventually joined in and had 1-2 friends in which she always played with(Landry).
4 Years
Gender roles are beginning to be more defined and noticed by children in early childhood. Teagan is shy and slow to get involved (needs teacher support and guidance at the start of the day and activity). She does have a couple friends who are cooperative and abide by the teachers rules but at home I can see jealously towards her sister. (Regressive behaviours – clinging, temper tantrums and thumb sucking). Social expectations are becoming to make more sense to these individuals and usually come with a reason. Kindergarten entry report states that Teagan made several friends in kindergarten prep session, but was shy and reluctant to engage in activities. Once school started she was eagar to please the teacher and can be identified as prosocial behaviour which is a helping behaviour that benefits others(Landry).
6 Years
Teagan is cooperative at home but less independent than others her age, this may be due to a change of atmosphere and results in a change of attitude towards others around her. In some cases children as still nervous about new situations and require an individual to comfort them or else hostile aggression will occur. This is similar to if a child takes a toy from another child, the child becomes upset and screams and yells until the object is returned or a adult intervenes. Teagan has now progressed to being the leader in her group of friends and well liked by other kids. She is able to use more difficult words and speech that is higher than than of her typical age range(Landry).
In the early years of friendship, young children become friends who are most convenient, neighbour down the hall, children of the friends of the parents. They don't really form their own friendships on their own. As they grow they gain more individuals that they socialize with and as a result have a couple friends at preschool and at times fools around with them. This encourages a sense of self and begins to create the child as their own individual. I encourage inviting friends over and ensure that they follow the rules but also allow them to be social with one another and grow their friendships. Self concept is created allowing the infant to understand how others see them and from this develops self esteem which is more so covered in middle childhood. Teagan tells everyone about her new baby sister and develops new friendships and language skills through this life experience. She becomes more skilled at playing with other children and also functional play (like moving the trains as previously mentioned). Teagan is a follower in a group of children and may be in direct relation with her self concept. New friends in the new neighbourhood as we moved houses give Teagan the opportunity to choose some of her friends as she was never directly placed with other but rather discovered the need for friends on her own. At the 3 year assessment Teagan was deemed to be cooperative and friendly but at times clingy with the teacher, she could be reluctant to join preschool activities but eventually joined in and had 1-2 friends in which she always played with(Landry).
4 Years
Gender roles are beginning to be more defined and noticed by children in early childhood. Teagan is shy and slow to get involved (needs teacher support and guidance at the start of the day and activity). She does have a couple friends who are cooperative and abide by the teachers rules but at home I can see jealously towards her sister. (Regressive behaviours – clinging, temper tantrums and thumb sucking). Social expectations are becoming to make more sense to these individuals and usually come with a reason. Kindergarten entry report states that Teagan made several friends in kindergarten prep session, but was shy and reluctant to engage in activities. Once school started she was eagar to please the teacher and can be identified as prosocial behaviour which is a helping behaviour that benefits others(Landry).
6 Years
Teagan is cooperative at home but less independent than others her age, this may be due to a change of atmosphere and results in a change of attitude towards others around her. In some cases children as still nervous about new situations and require an individual to comfort them or else hostile aggression will occur. This is similar to if a child takes a toy from another child, the child becomes upset and screams and yells until the object is returned or a adult intervenes. Teagan has now progressed to being the leader in her group of friends and well liked by other kids. She is able to use more difficult words and speech that is higher than than of her typical age range(Landry).
Dimensions of Temperament
Temperament is a way in which a child reacts to the world and the stimuli around them. I believe that Teagan is still an Easy child. "Easy or flexible children tend to be happy, regular in sleeping and eating habits, adaptable, calm, and noteasily upset"(Allard & Hunter). Although Teagan may become upset at times she does not completely shit down or continuously fussy over a small aspect of something. She is generally shy and keeps to herself up until this point of the MyVirtualLife program. There are times in which she is slow to warm up which explains the reasons in which she is not comfortable in doing some things on her own the first time. Over time this will develop and she may be more comfortable to do things on her own.
Supporting Goodness of Fit is another important aspect of Temperament. This explains "The compatibility of a person’s temperament with their surrounding environment" (Understanding "Goodness of fit"). In the older years of Teagan's life she begins to become more comfortable with school and less reluctant to go as this is the place in which she has the most friends and she knows the regular routine that she will go back to her parents when school is finished.
Supporting Goodness of Fit is another important aspect of Temperament. This explains "The compatibility of a person’s temperament with their surrounding environment" (Understanding "Goodness of fit"). In the older years of Teagan's life she begins to become more comfortable with school and less reluctant to go as this is the place in which she has the most friends and she knows the regular routine that she will go back to her parents when school is finished.
References
Understanding "goodness of fit," (n.d.).Center for parenting education. Retrieved from http://centerforparentingeducation.org/library-of-articles/child-development/unique-child-equation/temperament/understanding-goodness-of-fit/
Landry, R. F. (2012). Discovering the Lifespan. New Jersey, USA: Pearson Education Inc.
Lindsey T. Allard and Amy Hunter. (n.d.). Retrieved from http://csefel.vanderbilt.edu/resources/wwb/wwb23.html
9 Questions for My Virtual Child Program:
Year 3 Virtual Child Questions
1. What activities and experiences you and your child have engaged in might be promoting healthy behavioral practices and an interest in physical activity?
Teagan likes riding her bike with her neighbour down the street and playing other games. I regularly walk her around the neighbourhood and to the park, which encourages her to stay active and have fun while doing being active. Teagan is one of the more active kids in her class. She loves riding her bike around the block and is improving her skills at playing catch with her dad, mini basketball and kicking a small soccer ball. I figure its good to encourage a healthy lifestyle and develop her coordination and fitness skills which will result in a lasting healthy lifestyle.
2. Describe development of your child's language and cognitive skills and discuss how these might be affecting his or her interactions with you & your responses.
Through Teagan’s singing I encourage her language skills to help her learn the full songs as she is interested in theme songs and music from her favourite cartoons and movies. She is usually using full sentences with some tense errors. I continue to broaden her horizons by adding new activities and places to visit to encourage continuous learning. In regards to the small arguments between my partner and I. Teagan is beginning to understand that fighting is not a good thing and thinks that I will ‘leave’. I must explain to her that regardless of if we sometimes fight her parents both love each other and her and Teija (her sister). Although her cognitive understanding is developing I sometimes need to explain things, which I feel, is normal for this age. Her understanding is still developing and although I may have to make it more simple she knows the outcomes of most situations.
3. How well is your child adapting to social situations in the home and outside the home? Does your child have any behavior or emotional problems at this point? Why do you think these problems are occurring and what are you doing about them?
I think for the most part I believe she is placed in the resilient category as a childhood personality type. She has struck up a friendship with a 4 year old that lives down the street and plays regularly with her. Riding their trikes, playing with dolls and dress up, and other games. Teagan has a couple friends at preschool. I encourage her friendships but also teach her that there are a time and place in which she should not be misbehaving such at during rug time at preschool. When baby Teija is born Teagan becomes a little more difficult, demanding and whiny, as she is not getting the full attention of both her parents as she did for most of her life so far. At daycare Teagan is becoming more skilled at playing with other and but at times is more aggressive. At home I give her time outs when she is not behaving, but while at school I allow the educators to deal with the children’s behaviors their own way. When I start to notice that she occasionally gets pushed around I encourage her to stay with her group of friends and if she is a follower now I try to work with her to become more independent and a role model to others. As we move I hope that both Teagan and Teija re able to make friends in the new neighbourhood. Teagan should be able to meet some new children before entering kindergarten in the fall.
Year 4 Virtual Child Questions
1. How would you characterize your parenting style? How have your specific parenting techniques changed since infancy? In what ways do you think your parenting style, or any other aspect of your parenting, has been influenced by your cultural background or other experiences?
I would consider myself to be an authoritative parent. I have limits in which my child must follow and give them consequences for not following the rules. I encourage a loving environment for my children but also give them space to grow when necessary. I explain to Teagan and Teija reasons in which we must behave in certain ways while out to dinner or at the grocery store. I feel that my parenting skills have changed from when Teagn was an infant to allow for my independence for the children. With my first child I was regularly worried about their condition and happiness. Now that they have the cognitive skills to understand what is right and wrong I will educate them. I greatly feel that the way that I was raised along with the way that my partner’s parents raised him will affect how I raise my children. I feel that with every new generation there come different levels of expectations. I plan to shelter my children a bit more then most parents because I know how many negative influences children must deal with to remain safe and responsible. (p.172)
2. Describe two specific examples of changes in your child's behavior at age 4 that seem to stem from growth in cognitive and language ability since the period of infancy (e.g., improvements in symbolic thinking, reasoning, knowledge of the world, theory of mind).
Bringing Teagan to the nature centers, zoos and science museums allow for her to gain knowledge on many aspects that she may be interested in, in multiple different subjects (art, science and nature). I feel that this grows her cognitive knowledge with things that interest her the most and allows her to ask more questions to learn more.
Teagan’s is able to write her name, and name most of the letter at shown. This is a aspect of improvements in symbolic thinking, an important aspect of child hood as most new words are explained and expected to be known by images and symbols.
3. How would you characterize your child's personality? Would you say that your child is primarily overcontrolled, undercontrolled or resilient? Support your argument.
I believe that my child is over controlled. I don’t let her make all the decisions but I allow her to make options from what I choose for her. I don’t allow her to do anything she pleases, as I believe that that will usually end on a negative note in the long run. I believe that supervised freedom is key to raising a good child. Teagan is not a resilient child as she rarely goes against what is asked of her and is not under controlled as if she is controlling her parents (which I feel a lot of children do).
Year 6 Virtual Child Questions
1. How well is your child adapting to social situations in the home and outside the home? Does your child have any behavior or emotional problems at this point? Why do you think these problems are occurring and what are you doing about them?
Although Teagan is nervous when entering new situations and less independent than other children I encourage her to try things for herself in hopes that this will become a routine and I won’t be required to provide her with rewards for every little thing she does. For most children I feel that they do change depending on their surroundings. As a whole Teagan does not have any behavioral or emotional problems which I believe is a result of allowing her to excel in some areas and hope that the neighbourhood and school are some positive influences for Teagan.
2. Do you notice any improvements in cognitive and language skills since age 4? Give specific examples. Does your child have any special needs with regard to cognitive or language development at this point and what do you plan to do?
Teagan is able to sing the words to songs from school but is not very enthusiastic in going into any lessons involving singing or music. Simple math is easy for Teagan which is a clear representation of her cognitive skills. While I am playing with Teagan she at times cheats, I insist on playing by the rules as this is a good time to explain to her that although cheating is not good its not a reason to become overly upset because many people do it regularly. Teagan is above the normal reading level and has a wide scope of knowledge and interest. I continue to read her the classics but also more advanced books. I will encourage her to read out loud to me and I will make correction as she reads or help when needed.
3. Which aspects of your child's behavior and personality reflect continuities from earlier behavior (e.g., at ages 3-4 years) and which seem to be novel for this age level?
From the age of 3 and 4 Teagan has developed and seemed to be more aware of the choice she has and what she feels comfortable in doing. One specific distinguishing factor is gender roles and how the children in Teagan’s first grade classroom usually only play in groups. The girls playing in smaller groups and the boys playing all together is the norm for this age group. Previously Teagan was a follower, she has now developed into a quiet leader of her small group. I am proud of this accomplishment and want to allow her to take part in more activities that she feels comfortable in and becomes more confident in herself.
1. What activities and experiences you and your child have engaged in might be promoting healthy behavioral practices and an interest in physical activity?
Teagan likes riding her bike with her neighbour down the street and playing other games. I regularly walk her around the neighbourhood and to the park, which encourages her to stay active and have fun while doing being active. Teagan is one of the more active kids in her class. She loves riding her bike around the block and is improving her skills at playing catch with her dad, mini basketball and kicking a small soccer ball. I figure its good to encourage a healthy lifestyle and develop her coordination and fitness skills which will result in a lasting healthy lifestyle.
2. Describe development of your child's language and cognitive skills and discuss how these might be affecting his or her interactions with you & your responses.
Through Teagan’s singing I encourage her language skills to help her learn the full songs as she is interested in theme songs and music from her favourite cartoons and movies. She is usually using full sentences with some tense errors. I continue to broaden her horizons by adding new activities and places to visit to encourage continuous learning. In regards to the small arguments between my partner and I. Teagan is beginning to understand that fighting is not a good thing and thinks that I will ‘leave’. I must explain to her that regardless of if we sometimes fight her parents both love each other and her and Teija (her sister). Although her cognitive understanding is developing I sometimes need to explain things, which I feel, is normal for this age. Her understanding is still developing and although I may have to make it more simple she knows the outcomes of most situations.
3. How well is your child adapting to social situations in the home and outside the home? Does your child have any behavior or emotional problems at this point? Why do you think these problems are occurring and what are you doing about them?
I think for the most part I believe she is placed in the resilient category as a childhood personality type. She has struck up a friendship with a 4 year old that lives down the street and plays regularly with her. Riding their trikes, playing with dolls and dress up, and other games. Teagan has a couple friends at preschool. I encourage her friendships but also teach her that there are a time and place in which she should not be misbehaving such at during rug time at preschool. When baby Teija is born Teagan becomes a little more difficult, demanding and whiny, as she is not getting the full attention of both her parents as she did for most of her life so far. At daycare Teagan is becoming more skilled at playing with other and but at times is more aggressive. At home I give her time outs when she is not behaving, but while at school I allow the educators to deal with the children’s behaviors their own way. When I start to notice that she occasionally gets pushed around I encourage her to stay with her group of friends and if she is a follower now I try to work with her to become more independent and a role model to others. As we move I hope that both Teagan and Teija re able to make friends in the new neighbourhood. Teagan should be able to meet some new children before entering kindergarten in the fall.
Year 4 Virtual Child Questions
1. How would you characterize your parenting style? How have your specific parenting techniques changed since infancy? In what ways do you think your parenting style, or any other aspect of your parenting, has been influenced by your cultural background or other experiences?
I would consider myself to be an authoritative parent. I have limits in which my child must follow and give them consequences for not following the rules. I encourage a loving environment for my children but also give them space to grow when necessary. I explain to Teagan and Teija reasons in which we must behave in certain ways while out to dinner or at the grocery store. I feel that my parenting skills have changed from when Teagn was an infant to allow for my independence for the children. With my first child I was regularly worried about their condition and happiness. Now that they have the cognitive skills to understand what is right and wrong I will educate them. I greatly feel that the way that I was raised along with the way that my partner’s parents raised him will affect how I raise my children. I feel that with every new generation there come different levels of expectations. I plan to shelter my children a bit more then most parents because I know how many negative influences children must deal with to remain safe and responsible. (p.172)
2. Describe two specific examples of changes in your child's behavior at age 4 that seem to stem from growth in cognitive and language ability since the period of infancy (e.g., improvements in symbolic thinking, reasoning, knowledge of the world, theory of mind).
Bringing Teagan to the nature centers, zoos and science museums allow for her to gain knowledge on many aspects that she may be interested in, in multiple different subjects (art, science and nature). I feel that this grows her cognitive knowledge with things that interest her the most and allows her to ask more questions to learn more.
Teagan’s is able to write her name, and name most of the letter at shown. This is a aspect of improvements in symbolic thinking, an important aspect of child hood as most new words are explained and expected to be known by images and symbols.
3. How would you characterize your child's personality? Would you say that your child is primarily overcontrolled, undercontrolled or resilient? Support your argument.
I believe that my child is over controlled. I don’t let her make all the decisions but I allow her to make options from what I choose for her. I don’t allow her to do anything she pleases, as I believe that that will usually end on a negative note in the long run. I believe that supervised freedom is key to raising a good child. Teagan is not a resilient child as she rarely goes against what is asked of her and is not under controlled as if she is controlling her parents (which I feel a lot of children do).
Year 6 Virtual Child Questions
1. How well is your child adapting to social situations in the home and outside the home? Does your child have any behavior or emotional problems at this point? Why do you think these problems are occurring and what are you doing about them?
Although Teagan is nervous when entering new situations and less independent than other children I encourage her to try things for herself in hopes that this will become a routine and I won’t be required to provide her with rewards for every little thing she does. For most children I feel that they do change depending on their surroundings. As a whole Teagan does not have any behavioral or emotional problems which I believe is a result of allowing her to excel in some areas and hope that the neighbourhood and school are some positive influences for Teagan.
2. Do you notice any improvements in cognitive and language skills since age 4? Give specific examples. Does your child have any special needs with regard to cognitive or language development at this point and what do you plan to do?
Teagan is able to sing the words to songs from school but is not very enthusiastic in going into any lessons involving singing or music. Simple math is easy for Teagan which is a clear representation of her cognitive skills. While I am playing with Teagan she at times cheats, I insist on playing by the rules as this is a good time to explain to her that although cheating is not good its not a reason to become overly upset because many people do it regularly. Teagan is above the normal reading level and has a wide scope of knowledge and interest. I continue to read her the classics but also more advanced books. I will encourage her to read out loud to me and I will make correction as she reads or help when needed.
3. Which aspects of your child's behavior and personality reflect continuities from earlier behavior (e.g., at ages 3-4 years) and which seem to be novel for this age level?
From the age of 3 and 4 Teagan has developed and seemed to be more aware of the choice she has and what she feels comfortable in doing. One specific distinguishing factor is gender roles and how the children in Teagan’s first grade classroom usually only play in groups. The girls playing in smaller groups and the boys playing all together is the norm for this age group. Previously Teagan was a follower, she has now developed into a quiet leader of her small group. I am proud of this accomplishment and want to allow her to take part in more activities that she feels comfortable in and becomes more confident in herself.